scholarly journals The online student experience: A MAC-ICE thematic structure

2021 ◽  
pp. 159-172
Author(s):  
Mel Henry
Keyword(s):  
Online Education ◽  
Time Management ◽  
Self Regulation ◽  
Student Experience ◽  
University Education ◽  
Thematic Structure ◽  
Online Student ◽  
Course Content ◽  
Innovative Learning ◽  
The Rich

Attracting and retaining students in a COVID-distanced online higher education market is more important than ever. With limited access to campus, extensive student choice, and precarious institutional revenue, understanding what makes a positive online student experience in the eyes of students themselves, is vital for institutional survival. Through an in-depth case study of online first-year university students, this research identified six themes that describe students’ lived experiences of online education (OE), summarised as a motivation, ability, circumstances – interaction, curriculum, environment, or MAC-ICE, thematic structure of the online student experience (OSE). Where online students are deeply motivated, possess the skills to participate effectively in online university education, and are situated in conducive circumstances, they may be well placed for a positive student experience. Supplementing this, universities may facilitate a quality OSE through meaningful interaction with instructors, peers, and course content; flexible, challenging, and relevant curricula; and a reliable, innovative learning environment commensurate with the on-campus student experience. The rich description provided by this research enables generation of propositions about students’ experiences of OE, and suggests opportunities to enhance the OSE through consideration of identified themes.   Implications for practice or policy: The OSE can be described by students’ motivation, ability, and circumstances, alongside institutional interaction, curriculum, and environment. OE may be perceived to involve more work, greater concentration, better time management, more self-regulation, and a heavier reliance on technology, than on-campus education. OE research may be confounded, where particular MAC-ICE themes are insufficiently considered. Online student outcomes may be increased through purposeful consideration of all MAC-ICE themes.

scholarly journals Pendekatan Kualitatif Pada Persepsi Mahasiswa terhadap Kualitas Pendidikan Online

CAHAYAtech ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 37
Author(s):  
Bambang Subiyanto ◽  
Arthur Daniel Limantara ◽  
Elkana Lewi Santoso ◽  
Fauzie Nursandah ◽  
Sri Wiwoho Mudjanarko
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Teaching Methods ◽  
Self Regulation ◽  
Administrator Perceptions ◽  
Institutions Of Higher Education ◽  
Negative Experiences ◽  
Course Content ◽  
Positive Experiences

The quality of online learning in institutions of higher education has become a growing concern in recent years. While some studies have focused on faculty and administrator perceptions, there is a lack of research conducted on students' perceptions of the quality of online education.This study uses qualitative methods to investigate students' perceptions from two universities and one community college regarding the quality of online education based on their own online learning experiences.Interviews and observations were conducted with three students. Various documents are collected, digitally, and printed. Positive and negative experiences of students are examined. Factors contributing to the experiences were also identified. The findings of this study reveal that flexibility, cost-effectiveness, availability of electronic research, easy connection to the Internet, and a well-designed classroom interface are positive experiences for students. Student negative experiences are caused by delayed feedback from the instructor, lack of technical support from the instructor, lack of self-regulation and self-motivation, a sense of isolation, monotonous teaching methods, and poorly designed course content. These findings can be used by instructors to understand students' perceptions about online learning, and ultimately improve their online learning practices.

scholarly journals A comparison of three interactive examination designs in active learning classrooms for nursing students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Ahlstrom ◽  
Christopher Holmberg
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Active Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Free Text ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Chi Squared

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

scholarly journals Project Based Learning (PBL) as a Promising Challenge of Teaching Mathematics

1970 ◽  
pp. 379-409
Author(s):  
Miri Hilai
Keyword(s):  
Cognitive Abilities ◽  
Self Regulation ◽  
Project Based Learning ◽  
Teaching Mathematics ◽  
Mathematical Skills ◽  
The Past ◽  
Innovative Learning ◽  
Different Populations ◽  
Individualized Teaching ◽  
Teaching Learning

Mathematics has always presented a challenge, both for teachers and for pupils, all around the world. Teachers of mathematics of all time periods are interested in having their pupils master the mathematical skills and love math. They deliberate on ways of teaching-learning, because of the tremendous gaps in their pupils’ cognitive abilities and their non-uniform abilities to pay attention and to concentrate. It appears that the main solution in the frontal mathematics lessons is offered to the average pupils, but the main goal is to provide a solution for the entire classroom population. Over the years I have searched for different ways beyond frontal and individualized teaching, so that I could provide a solution for populations with different needs in the mathematics lessons. My search for alternative ways derived also from the need to promote the achievements and to boost the motivation, interest, curiosity, and enjoyment in the learning of mathematics. Contemporary research indicates that there is practical innovative learning which is active and involving; it is called project-based learning (PBL). PBL provides a solution for the improvement of the performances in mathematics, for the motivation of the pupils, and for the inspiration of interest and curiosity in and enjoyment from this field of knowledge. From my experience as a teacher in the past and from the reports of my students in the Gordon Academic College for Education in the PBL course, in such teaching a solution is provided for the different populations in the class. The pupils are engaged in learning in practical and realistic projects that are relevant to their lives. They are more active and autonomous, work cooperatively, and develop patterns of behaviour of independence in learning, self-orientation, and self-regulation. These skills and patterns of behaviour are important to their lives as adults and cultivate the six functions of the learner that are derived from the curriculum in Israel: sensory-motor, self-direction in learning and in its management, intrapersonal and interpersonal, cognitive and meta-cognitive.

scholarly journals Self-Regulation and “Time Off”: Evaluations and Reflections on the Development of a Blended Course

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Natalie Spadafora ◽  
Zopito Marini
Keyword(s):  
Undergraduate Students ◽  
Self Regulation ◽  
Academic Experiences ◽  
Ongoing Research ◽  
Capstone Course ◽  
Course Content ◽  
Digital World ◽  
Premier Cycle ◽  
University Course ◽  
The Way

Changes in both the landscape of education and digital technology are giving rise to interesting, innovative, and potentially effective pedagogical possibilities. As educators of the 21st century, we are witnessing continuous changes in the way we teach as well as the way students learn. This study is a part of an ongoing research program aimed at evaluating the pedagogical effectiveness of blended teaching. More specifically, this paper aims to describe some of our reflections as we developed, delivered, and carried out an evaluation of a university course taught using a blended format. Undergraduate students (n=109) in a fourth-year capstone course participated in this study. We report on the students’ perceptions of the effectiveness of the delivery method of the course, while focusing on the struggles they encountered, including difficulties keeping up with the course content, particularly on the weeks where the lecture was online, as well as a struggle to stay organized and connected with their peers and their assignments. Self-regulation turned out to be a major determinant of success in this type of course. We conclude with suggestions to improve students’ social and academic experiences as they navigate learning in a digital world. Les changements survenus à la fois dans le paysage de l’éducation et dans la technologie numérique donnent naissance à des possibilités pédagogiques intéressantes, innovatrices et potentiellement efficaces. En tant qu’éducateurs du XXIe siècle, nous assistons à des changements continus dans la manière dont nous enseignons ainsi que dans la manière dont les étudiants apprennent. Cette étude s’inscrit dans le cadre d’un programme de recherche en cours qui a pour objectif d’évaluer l’efficacité pédagogique de l’enseignement hybride. Plus spécifiquement, cet article vise à décrire certaines de nos réflexions au fur et à mesure que nous élaborons, livrons et exécutons l’évaluation d’un cours universitaire enseigné selon un format hybride. Des étudiants de premier cycle (n=109) inscrits dans un tout dernier cours de quatrième année ont participé à cette étude. Nous présentons un rapport sur la manière dont les étudiants ont perçu l’efficacité de la méthode employée pour enseigner ce cours, tout en mettant l’accent sur les problèmes qu’ils ont rencontrés, y compris les difficultés à faire face au contenu du cours, en particulier durant les semaines où les cours magistraux étaient présentés en ligne, ainsi que sur leurs difficultés à rester organisés et connectés avec leurs camarades de classe et avec leurs devoirs. Il s’avère que l’autorégulation est un élément important pour la réussite de ce type de cours. Pour conclure, nous présentons des suggestions pour améliorer l’expérience sociale et académique des étudiants dans leur parcours de l’apprentissage au sein d’un monde numérique.

scholarly journals Evaluation of a Teaching Assistant Program in Online Education

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Shelley N Armstrong ◽  
Kirsten Lupinski ◽  
Michelle M Burcin ◽  
Kimberly Kato ◽  
Marsha Kaufman
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Doctoral Students ◽  
Administrative Support ◽  
Positive Impact ◽  
Virtual Classroom ◽  
Exploratory Research ◽  
Traditional Practice ◽  
Online Student ◽  
Undergraduate Programs

Online student success is determined by several factors, including learning effectiveness, access (academic, technical, and administrative support), faculty satisfaction, and student satisfaction. These factors are part of the Online Learning Consortium’s Pillars of Quality Online Education, which were established to ensure all students are provided a quality education, with high levels of student engagement, instructor feedback and interaction, and experiential learning opportunities. Using Teaching Assistants (TAs) in the virtual classroom is not a traditional practice for most online institutions, but is a strategy that can have a positive impact on these factors. This exploratory research study discusses a TA program that was developed, implemented, and evaluated over 3 years. Fifteen (<em>n</em> = 15) doctoral students were hired to provide teaching support to high-risk courses in the undergraduate programs. Background, recruitment, onboarding, division of course responsibilities, data, and outcomes of the 3-year TA programs are discussed in alignment with the five pillars. Findings suggest the addition of TAs in online education is a potentially useful strategy to improve student learning outcomes, scale, access, and faculty and student satisfaction.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals Psychologo-pedagodical basics for ensuring international students’ successful studying results

2021 ◽  
pp. 176-184
Author(s):  
Nadiya Smolikevych ◽  
◽  
Iryna Turchyn ◽  
Olesya Boyko ◽  
◽  
...  
Keyword(s):  
International Students ◽  
Educational System ◽  
Time Management ◽  
Intellectual Development ◽  
International Student ◽  
Psychological Adaptation ◽  
University Education ◽  
Academic Adaptation ◽  
Foreign Language Courses ◽  
University Services

The paper deals with the main problems of international students’ study at higher educational institutions and the necessary university services, for example, propaedeutic training and foreign language courses that help foreigners to study successfully in an unfamiliar learning environment. The interpretation of psychological adaptation and academic adaptation is given based on the analysis of the issue source. The work explores specifics of adaptation and favorable conditions for international students in higher education, as well as identifies problems with the adaptation of foreigners in university education. Recommendations for psychological support of foreigners by advisors are given. The university services of the international students’ advisors and other university staff are analyzed concerning assistance on academic adaptation to the different educational system of the country and university requirements to studying. It is indicated that knowledge of the basics of psychology, features of personality psychotypes, and human adaptive abilities is very important for advisors to help students adapt to the academic requirements of a particular educational system. Advisors should act as a mediator to facilitate the learning process of students, taking into account individual worldviews and intellectual development, for example, while developing a personal curriculum and teaching time management. The work also highlights three main forms of counseling by their advisors as seminars, individual assistance or group work. Various student centers and university campus organizations are listed that help foreigners study and live in an unfamiliar academic environment. Keywords: psychological problems of adaptation, pedagogical basics, advisors, international student, university.

scholarly journals Grit in Online Education

2019 ◽  
pp. 1-11
Author(s):  
Nicole Buzzetto-Hollywood ◽  
Kathy Quinn ◽  
Wendy Wang ◽  
Austin Hill
Keyword(s):  
Student Achievement ◽  
Online Education ◽  
Student Success ◽  
Student Performance ◽  
Online Courses ◽  
Self Regulation ◽  
P Value ◽  
Learning Success ◽  
Promising Area ◽  
Learning Efficacy

Aim: This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses. Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations. Results: This study found that higher grit scores correlated progressively to both self-discipline and self-efficacy but that a positive relationship to student achievement in fully online courses as measured with a p value of greater than .05 could not be confirmed. Conclusion: As online education continues to grow, providing opportunities to foster and strengthen student success in online courses and programs is increasingly important. E-learning success requires that students exhibit strong self-regulation, self-discipline, resilience, dutifulness, conscientiousness, and low impulsivity all of which are attributes of grit. As such, grit is presented as a promising area of exploration for increasing student achievement in online education.

scholarly journals Present status and constitutional remedies of continuing medical education in Korea

2020 ◽  
Vol 63 (12) ◽  
pp. 776-781
Author(s):  
Sang Hyun Kim ◽  
Jung Yul Park
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Continuing Medical Education ◽  
Self Regulation ◽  
Continuing Professional Development ◽  
International Standards ◽  
Historical Background ◽  
Global Standards ◽  
Medical Education System ◽  
High Level

The purpose of this study is to identify the historical background and status of continuing medical education (CME) in Korea, and to establish a method for improving CME in the future. Currently, the CME in Korea presents several problems that need to be addressed, such as the appropriateness of the annual required credits, maintenance of simple refresher training, insufficient online education, and evaluation and accreditation of educational institutions. Solutions are offered in the form of increased time for the required credits, introduction of social competency topics and education methods, improvement of online education, evaluation to improve the quality of CME, and introduction of a systematic and appropriate evaluation and accreditation system. CME and continuing professional development (CPD) are not only obligations stipulated in the medical law, but also professional requisites in terms of securing autonomy through self-development and self-regulation. It aims to enlighten the high level of professionalism required by the international community. It is an essential requirement and ultimately promotes and protects the physical, mental, and social health of people worldwide. In order to cope with the international standards of CME/CPD that ensure high quality treatment and patient safety, it is crucial to reform the continuing medical education system by securing the physicians’ professionalism. To this end, authors propose the improvement and implementation of CME system in Korea based on internal review and benchmarks of the internationally recognized CME/CPD systems that meet global standards.

Behavioral Self-Regulation of Telework Locations: Interrupting Interruptions! (Retracted)

2005 ◽  
Vol 19 (2) ◽  
pp. 111-140 ◽  
Author(s):  
James E. Hunton
Keyword(s):  
Social Dynamics ◽  
Self Regulation ◽  
Work Location ◽  
Office Space ◽  
Company Policy ◽  
The Social ◽  
The Rich ◽  
The Impact ◽  
Health Care Company ◽  
Care Company

This study examines the impact of alternative telework strategies on professional and personal outcomes. The research design is a longitudinal between-participants field experiment with two manipulated factors: satellite office space available (no, yes) and downtown office space available (no, yes). In all four conditions, participants could telework from home. The design incorporated a fifth (control) condition with no telework, reflecting current company policy. One hundred sixty medical coders from a large health care company participated in the experiment. Archival data recorded work locations, task interruptions, quality adjusted task performance, and employee retention, while the experience sampling method (ESM) captured cognitive and affective responses. The findings help to explain the social dynamics of work location autonomy in the rich ecological settings of employees' organizational and personal environments.

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